This report presents first-year results from the Middle School Mathematics Professional Development Impact Study, sponsored by the Institute of Education Sciences. The professional development programs for seventh-grade math teachers had an impact on one measure of teacher practice but no effects on teachers’ knowledge or student achievement.
Early Findings from New York City’s Conditional Cash Transfer Program
Targeted toward low-income families in six high-poverty New York City communities, Opportunity NYC-Family Rewards offers cash payments tied to efforts and achievements in children’s education, family preventive health care practices, and parents’ employment. In its first two years, the program substantially reduced poverty and material hardship and had positive results in improving some education, health-related, and work-related outcomes.
The Effect of Project GRAD on Elementary School
Student Outcomes in Four Urban Districts
This report describes the effects of Project GRAD, an ambitious education reform that targets high schools and the elementary and middle schools that feed into them, on student test scores in elementary schools in Houston, Texas; Atlanta, Georgia; Columbus, Ohio; and Newark, New Jersey.
Context, Components, and Initial Impacts on Students’ Performance and Attendance
During the first three years of implementation in six urban schools, The Talent Development Middle School model—an ongoing, whole-school reform initiative—had a positive impact on math achievement for eighth-graders but appeared to produce no systematic improvement in outcomes for seventh-graders.